Peran RME terhadap Miskonsepsi Siswa MTs pada Materi Bangun Datar Segi Empat
DOI:
https://doi.org/10.31980/mosharafa.v11i3.727Keywords:
Realistic Mathematics Education, RME, siswa MTs, MTs’s studentsAbstract
Kemampuan siswa untuk memahami konsep lain tidak akan terhambat dengan pemahaman yang kuat terhadap satu konsep tertentu, terutama dalam matematika. Dalam hal ini, pemahaman yang buruk tentang materi tertentu akan menghasilkan miskonsepsi. Dalam upaya untuk mengatasi masalah ini dan membuat pembelajaran di kelas lebih berdampak, pendekatan pembelajaran Realistic Mathematics Education (RME) dipilih. Berkaitan dengan miskonsepsi siswa tentang topik segi empat, penelitian ini berupaya mengevaluasi keefektifan pendekatan RME. Metode penelitian kualitatif diterapkan dalam penelitian ini. Diikuti 31 siswa kelas VII yang terdaftar di MTs Negeri 2 Garut tahun ajaran 2021-2022. Teknik pengumpulan datanya adalah ujian tertulis dengan uraian dan pilihan (benar-salah). Reduksi data, penyajian data, dan verifikasi data adalah tiga tahapan Teknik analisis data. Temuan menunjukkan bahwa dalam miskonsepsi siswa MTs tentang mata pelajaran segi empat, teknik RME dianggap sangat efektif.
Students' ability to understand other concepts won't be hampered by having a solid grasp of one particular concept, especially in mathematics. In this instance, a poor grasp of the subject will result in misunderstandings. In an effort to address this issue and make learning in the classroom more impactful, the Realistic Mathematics Education (RME) learning strategy was chosen. In relation to students' misconceptions of the subject matter of quadrilaterals, this study seeks to evaluate the effectiveness of the Realistic Mathematics Education (RME) approach. Methods of qualitative research were applied in this study. 31 students in grades VII-E who were enrolled at MTs Negeri 2 Garut for the 2021–2022 academic year participated in the study. The testing method is a written exam with descriptions and choices (true-false). Data reduction, data presentation, and data verification are the three steps of data analysis approaches. The findings indicated that in terms of MT students' preconceptions regarding the subject of quadrilaterals, the RME technique was thought to be extremely effective.
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